1. Understand roles, responsibilities and relationships in education and training

Applied Business Academy

      Diploma in Education and Training (DET)

City & Guild LEVEL 5- DIPLOMA IN EDUCATION AND TRAINING (DET) 

Qualification		Unit number and title
Diploma in Education and Training - Level 5		Unit 426: Teaching, Learning and Assessment in Education and Training Unit code: H/505/0912     Level: 4 Credit value: 20 credits Guided Learning Hours: 65
Cohorts	Issue Date		Submission date	Re-Submission date
April Batch	25/09/2023		TBC	TBC
Assignment Type	Report
Assignment title		Unit 426: Teaching, Learning and Assessment in Education and Training
Staff Contact Details: Module Leader: Work Placement Officer:
Learner declaration
I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. I also declare that I shall be proactive against collusion, malpractice and plagiarism in all my work. All work that I shall submit shall be checked for plagiarism before submission. Student Name: Student Number (ID): Registration Number (City and Guild): Student Signature:                                                                      Date:

Introduction:

The purpose of the unit is to provide the learner with knowledge, understanding and skills relating to teaching, learning and assessment in education and training. It includes understanding the role and responsibilities of a teacher in education and training, agreeing individual learning goals and planning, delivering and assessing inclusive teaching and learning. It involves creating and maintaining an inclusive learning environment and evaluating own practice.

A key feature of this unit is the application of minimum core within the skill specific area. Evidence for this unit must be drawn from a real teaching environment, and when delivering teaching and learning, learners must ensure that they comply with internal processes and external requirements.

Two lesson observations (duration of min 30 minutes each) and 100 hours of practice are to be performed while doing this unit. It is not possible to achieve this unit without completing some hours of practice. Learners who have previously completed a Level 4 Certificate in Education and Training or a Level 4 CTLLS

Qualification can use 20 hours of practice and two hours of observed and assessed practice towards meeting the overall practice requirements for this unit.

Learners should be encouraged to consider their own thoughts about their delivery, any feedback they receive and information from any research or written assignments in order to reflect on their own delivery and how they can improve their practice. This unit will provide evidence in some form of written assignment to evidence the knowledge assessment criteria and will also provide some product evidence which will be lodged in the portfolio of teaching evidence.

This assignment is divided into three parts:

1. 1.   Report
2. 2.   Portfolio
3. 3.   Teaching practice 

You must answer all questions in the report section, complete required hours of teaching practice and submit all documents for the portfolio section.

Make sure you start building your portfolio as part of your unit as your assignment will be marked against your portfolio.

Please note: To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of two assessed observations of practice that meet the required standard of practice.

*You must complete all sections to achieve a pass for this unit

Finally, this unit will provide evidence in some form of written assignment to evidence the assessment criteria and may also contribute to some product evidence which will be lodged in the e-portfolio of teaching evidence.

Assignment Brief Guidance

• Formal written assignment in the form of report.
• Must be written in a concise, formal business style using:
  • Spacing: 1.5
  • Font size:12
• Make use of headings, paragraphs, and subsections as appropriate and ensure that the report is justified and aligned.
• Bold the headings and subheadings.
• Add page numbers
• A clear task and evidence title needs to be given throughout the written assignments.
• Submit your assignments in MS Word format.
• You need to proofread the assignments for any spelling, grammar, and function errors. You may use digital proofreading such as Grammarly. You may wish to sign up for a free Grammarly account. www.grammarly.com
• You must avoid using American spellings in your assignments or in any written work. You are required to use British spellings only. You can use the following link to see the difference as an example: http://www.tysto.com/uk-us-spelling-list.html

All tasks must be produced in a professional academic writing style and should include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes. You are required to submit original work without plagiarism, and you need to reference your work where required. You are suggested to use Harvard referencing style. You may wish to read the information on the link given:

https://www.scribbr.co.uk/referencing/harvard-style/

• You are expected to link your report to your own working context or choose a working environment which you are familiar with. In any case you must produce references of the workplace chosen and also review related documents.

Note: You are required to review recent articles, books and other relevant literature. Wikipedia is strictly not allowed for references to answer any part of the task given. You must reflect practical understanding of each question and are required to provide candid academic references of any evidence you have in relation to the answer.

• Grading for each assessment criteria is Pass and Refer only.
• You are allowed to choose any FE sector in the UK or use your own experience of teaching, but you must get approval from concerned working sector.

Learning Outcomes	Assessment Criteria for Pass
1. Understand roles, responsibilities and relationships in education and training	1.1 analyse own role and responsibilities in education and training 1.2 summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.3  analyse the relationships and boundaries between the teaching role and other professional roles 1.4  describe points of referral to meet the needs of learners.
2. Be able to use initial and diagnostic assessment to agree individual learning goals with learners	2.1  explain why it is important to identify and meet the individual needs of learners 2.2  analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals 2.3  use methods of initial and diagnostic assessment to agree individual learning goals with learners 2.4  record learners’ Individual learning goals.
3. Be able to plan inclusive teaching and learning	3.1 devise a scheme of work in accordance with internal and external requirements 3.2 design teaching and learning plans which respond to: i) the individual goals and needs of all learners; ii) curriculum requirements 3.3  explain how own planning meets the individual needs of learners 3.4  explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 3.5  Identify opportunities for learners to provide feedback to inform inclusive practice.
4. Be able to create and maintain a safe, inclusive teaching and learning environment	4.1  explain why it is important to promote appropriate behaviour and respect for others 4.2  explain ways to promote equality and value diversity 4.3 establish and sustain a safe, inclusive learning environment.
5. Be able to deliver inclusive teaching and learning	5.1  analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners 5.2  analyse benefits and limitations of communication methods and media used in own area of specialism 5.3  analyse the effectiveness of resources used in own area of specialism in relation to meeting the individual needs of learners 5.4  use inclusive teaching and learning approaches and resources, including technologies, to meet the individual needs of learners 5.5  demonstrate ways to promote equality and value diversity in own teaching 5.6  adapt teaching and learning approaches and resources, including technologies, to meet the individual needs of learners 5.7  communicate with learners and learning professionals to meet individual learning needs

 

6. Be able to assess learning in education and training	6.1 explain the purposes and types of assessment used in education and training 6.2 analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners 6.3 use types and methods of assessment, including peer and self-assessment, to: i) involve learners in assessment; ii) meet the individual needs of learners; iii) enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current; iv) meet internal and external assessment requirements 6.4  use questioning and feedback to contribute to the assessment process 6.5  record the outcomes of assessments to meet internal and external requirements 6.6  Communicate assessment information to other professionals with an interest in learner achievement.
7. Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning	7.1 analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning 7.2 apply minimum core elements in planning, delivering and assessing inclusive teaching and learning
8. Be able to evaluate own practice delivering inclusive learning in planning, and assessing teaching and learning	8.1 review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning taking account of the views of learners and others 8.2 identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning.

LO1: Understand roles, responsibilities and relationships in education and training.

-You have joined the organization as a new lecturer and your manager intends to assess your understanding of the teaching environment. You are required to respond to the followings:

1.1 Analyse your own role and responsibilities in education and training

1.2 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to your own role and responsibilities. You then have to carry out a micro teaching among your peers who will evaluate you on your delivery.

1.3 Analyse the relationships and boundaries between the teaching role and other professional roles

1.4 Describe points of referral to meet the needs of learners

Present the report in a professional academic writing style. You are expected to draw on the literature review and proposal to carry out the investigation. It is envisaged that the report would have an estimated word count of approximately 550 – 700 words, equivalent to 3-4 pages. The word count does not include the bibliography.

LO2: Be able to use initial and diagnostic assessment to agree individual

           learning goals with learners

-You have some concerns and you have discussed with the manager who advised you to investigate the following areas to come up with solutions;

2.1          Explain why it is important to identify and meet the individual needs of learners

2.2          Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals 

2.3          Use methods of initial and diagnostic assessment to agree individual learning goals with learners

*Evidence: Initial/ Diagnostic Assessment

2.4     Record learners’ individual learning goals ILP for this learner

*Evidence: ILP 

It is envisaged that the report would have an estimated word count of approximately 350 – 500 words, equivalent to 3-4 pages. The word count does not include the bibliography.

LO3: Be able to plan inclusive teaching and learning

Your manager requested you to produce some documents required to make your lecturing more effective.

3.1          Devise a scheme of work in accordance with internal and external

requirements

 *Evidence: SoW (8-12 wks)

3.2          Designed teaching and learning plans which respond to: the individual goals and needs of all learners curriculum requirements

*Evidence: Lesson Plan

3.3          Explain how your own planning meets the individual needs of learners 

3.4          Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 

3.5          Identified opportunities for learners to provide feedback to inform inclusive practice

*Evidence: Learner feedback

It is envisaged that the investigative report would have an estimated word count of 550 – 700 words, equivalent to 2-3 pages. 

LO4: Be able to create and maintain a safe, inclusive teaching and learning environment

 Your manager appreciated your work and encouraged you to continue your investigation to find out the appropriate response of following areas. 

4.1  Explain why it is important to promote appropriate behavior and respect for others 

4.2  Explain ways to promote equality and value diversity

4.3  Established and sustained a safe, inclusive learning environment

*Evidence: Lesson Plan 

LO 5:  Be able to deliver inclusive teaching and learning

The Program Manager has requested you to produce a report covering the detailed analysis of the teaching standards indicated below:

5.1          Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners

5.2          Analyse benefits and limitations of communication methods and media used in own area of specialism the effectiveness of resources and assessment methods in relation to meeting the individual needs of learners.

5.3          Used inclusive teaching and learning approaches and resources, including technologies to meet the individual needs of learners 

5.4          Used inclusive teaching and learning approaches and resources, including technologies to meet the individual needs of learners

*Evidence: PowerPoint Presentation slides/ online activities

5.5 Demonstrated ways to promote equality and value diversity in own teaching

*Evidence: Lesson Plan/ (PowerPoint Presentation slides/ online activities)

5.6 Adapted teaching and learning approaches and resources, including technologies to meet the individual needs of learners

*Evidence: Lesson Plan/ (PowerPoint Presentation slides/ online activities)

5.7 Communicated with learners and learning professionals to meet individual learning needs

*Evidence: Mock-meeting minute/ Dummy email/ IT, Q & A 

It is essential to provide a personal analysis related to their own teaching role. Candidates may produce the personal analysis in a professional written format. It is envisaged that the personal analysis would have a combined estimated word count of 550 - 700 words, equivalent to 3-4 pages.

LO 6: Be able to assess learning in education and training

-Your manager asked you to assess learning in education and training.

6.1  Explain the purposes and types of assessment used in education and training

6.2   Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners

6.3  Use types and methods of assessment, including peer and self-assessment, to:

• Involve learners in assessment

• Meet the individual needs of learners

• Enable learners to produce assessment evidence that is valid, Reliable, Sufficient and current and

• Meet internal and external assessment requirements

*Evidence: Self evaluation & Peer Evaluation

 6.4 Use questioning and feedback to contribute to the assessment process Feedback summary/mark student work

*Evidence: ILP/ Lesson Plan

6.5 Record the outcomes of assessments to meet internal and external requirements

*Evidence: (Report sheet/report card)

6.6 Communicate assessment information to other professionals with an interest in learner achievement

*Evidence: Email –(eg: Student requires your support, please schedule the session ….

It is essential to provide a personal analysis related to their own teaching role. Candidates may produce the personal analysis in a professional written format. It is envisaged that the personal analysis would have a combined estimated word count of 550 - 700 words, equivalent to 3-4 pages.

LO7: Be able to implement expectations of the minimum core in planning,

delivering and assessing inclusive teaching and learning

Be able to implement expectations of the minimum core in planning, delivering and assessing inclusive teaching and learning

7.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning

 7.2 applied minimum core elements in planning, delivering and assessing inclusive teaching and learning.

*Evidence: Lesson Plan 

It is envisaged that the report would have an estimated word count of approximately 350 – 500 words, equivalent to 3-4 pages. The word count does not include the bibliography.

  LO 8: Be able to evaluate own practice in planning, delivering and assessing inclusive teaching and learning. 

8.1 Review the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning, taking account of the views of learners and others

8.2 Identify areas for improvement in own practice in planning, delivering and assessing inclusive teaching and learning

Please note: To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of two assessed observations of practice that meet the required standard of practice

Submission  Guidance

• You are required to respond to tasks and ensure you map your response to the assessment criteria.
• Grading for each assessment criteria is Pass and Refer only.
• You are allowed to choose any FE sector in the UK or use your own experience of teaching but you must get approval from concerned working sector
• This assessment is designed to assess your achievement of all the Learning Outcomes and associated assessment criteria in the relevant unit of the qualification you are undertaking.
• You should submit your complete report within the deadline in the Moodle Turnitin.
• You should make sure that you plan your work carefully, to ensure that you cover all the requirements of the assignment and complete it within the time limit specified.
• You must make sure that you acknowledge any sources you have used to complete this assignment, listing reference material and web sites used.
• You must use Harvard referencing format throughout your work.
• Apply academic writing style and page layout
• Admissible Turnitin score is 25% and should not be from one source
• Approximate word count 5,000           

www.vital.ac.uk  – Open University and Department for Education professional development programme and resources

Academic Integrity

When students fail to act with academic integrity, this is known as academic misconduct (plagiarism, collusion, contract cheating, false declaration, fabrication or forgery, bribery, etc.). ABA takes academic misconduct issues seriously and the attainment of the degree and continuation on the course will be taken into serious consideration if students fail to uphold academic integrity of the College.

Read more here: https://assets.website-files.com/60ab6f7071627070261fff5e/634fd4adf47a417be02eb2cd_Academic%20Regulations%20Policy.-august-22pdf.pdf 

Extensions & Extenuating Circumstances

Extensions can be taken up to a maximum of 3 times over the entire course of the study wherein the student will be granted 5 days per extension. Approval from Programme Leader is required to be granted an extension.

Extenuating circumstances are circumstances which were beyond your control, and which seriously impaired your performance in assessment. In all cases you will be required to provide satisfactory documentary evidence to support your claim. Approval from Programme Leader is required to be granted an extension based on an extenuating circumstance.

Please speak to your Tutor/Programme Leader and refer to your Student Handbook for details on how to apply for either an extension or extenuating circumstance.